Just Words unit 1 day 3

U N I T 1 DAY 3

JUST WORDS

OBJECTIVES:

Retell the information about written English

Justify why Just Words is important Locate the sections of the Student

Notebook•Practice saying the vowel, consonants

and blend sounds by tapping

1ST ACTIVATOR:

1. A single written symbol which represents a

complete word or idea is a logogram.

2. An alphabet is a set of letters or basic written symbols that match the sounds that we use when we speak.

3. 26 letters4. 44 sounds

1ST ACTIVATOR:

6. Logographic and alphabetic writing systems are different.

• Alphabetic writing systems have characters

that represent sounds• logographic systems use characters or

symbols that represent words

1ST ACTIVATOR:

• Logographic• Uses symbols to represent words.• $

•Alphabetic• Uses letters to represent sounds.• s d f g h j k

•Both are systems of writing to communicate thoughts or ideas.

2ND SUMMARIZE PAGE 4

• 8,000 years ago wrote on tortoise shells• Used logograms to communicate whole words or ideas.• Chinese writing is an example of logograms still used

today. • 5,000 years ago Egyptians wrote characters to

represent sounds using hieroglyphics • Our alphabet today is based of the Phoenician symbols

and evolved from the Greek and Roman letters• 26 letters are made from a series of a few basic shapes

of lines, curves, circles, and dots. • Changing one letter at a time, changes the whole

word.

3RD DISCUSS JUST WORDS CLASS

•Most people think of English as a jumbled mix of words formed without rhyme or reason. • However, the majority of words in English

follow a system. In this class, we will study that logical system very carefully to fully understand how the letters relate to sounds in six different syllable patterns. •We will also learn spelling rules, prefixes, roots,

and suffixes.


•Did you know that…..• Each of the major dictionaries list over

250,000 words! • Approximately 500 new words are

added to these dictionaries each year.

• Because we can make so many combinations of letters and sounds, we can make thousands and thousands of words.


• In Just Words, you will learn how all that works. It is really amazing! You will start with looking at how we can move around three letters to make hundreds of words and then build from there. In the Just Words class, students will do word construction and see just how words work in English.


•Since English is an alphabetical writing system, symbols represent sounds. •So, the first step to learning the details of English is to be sure you know the letters and sounds.

4TH INTRODUCE THE STUDENT NOTEBOOK


• Throughout this course, you will develop a notebook divided into several sections to study the word structure of the English language.

• This notebook will be your reference for sounds, words, and rules of the English written language.


• Refer to the Contents page and locate the beginning of each section:

o Sounds _______________________________

o Syllables ______________________________

o Spelling Rules __________________________

o Vocabulary ____________________________

o High frequency/Sight Words _______________


•Find the Consonant page in the Sound section of your Student Notebook. What is missing from the alphabet?

5TH TEACH CONSONANTS

• Look at the Sound Card display. You will start by learning the most common consonant and vowel sounds. • You already know many, if not most, of

the consonant sounds. •However, many people add a vowel

sound to each consonant.


• Look at the Grapheme Chart

• Why are some cards peach? • Why are some cards yellow?

• Do you remember the sounds of each letter? • Sound them off!


• Put a c and h together. How many sounds does it make?

• What is it called when you put two letters together and make one sound?

• digraph


•When you add a vowel to a consonant, like :

• m + u = /muh/

•When you remove the [u] card, you just get /m/. It is important to clip sounds in order to blend them into words.

•m = /m/ not m = /muh/


• If the sounds are said /muh/ /ã/ /tuh/ • the word will not blend to make the word mat.

• The sounds /m/ /ã/ /t/ • on the other hand, do blend to make the word mat.

• Notice my chin.

• What happens when I say /t/? • What happens when I say /tuh/?


• Practice saying the consonant sounds and carefully clipping them.

• Each student does 8 and counts as 5 participation points.

• Tap fingers together as you say each sound of a letter.

• Why is this important? In order to blend them into words.


• Show the Basic Keyword Reference Chart

• How do the keywords help us in our study of Just Words? • Keywords aid memory and provide

reference to help you access the sounds quicker and like a reflex.


• Practice saying the letter-keyword-sound for the consonant sounds. • Practice until it is a habit to say all three parts at

once.

• LETTER KEYWORD SOUND • We will refer to this page to help remind you and

me of these sounds.


• Keywords are helpful for the consonants g and c to emphasize the primary sound • g - game /g/ • c - cat /k/• For now, we will not use the secondary sound

for each of these letters when trying to decode unfamiliar words

• especially for the letter g /j/ for /g/


•qu is said as /kw/ •q has a buddy u and they always go together to form a word •as in queen


•Some consonants are easy to remember and others are hard. •With these consonants, sketch a picture that will help you remember their sounds.

• g = game • j = jug • qu = queen • x = fox • y = yellow

6TH TEACH SHORT VOWEL SOUNDS

•What do you call the peach cards? •Vowels

•Vowel sounds are the most important, because every word and syllable needs a vowel.

• They are easily confused so keywords will be important for all of the short vowels.


•Use the Vowel Sounds page in the Reference Chart

Everyone Practice! •Let’s say the letter-keyword-sound for each vowel.

•Twice


•More Practice! •Let’s stretch out each. •a – apple - /ã…………/ until you run out of breath


•Now quickly sketch a picture to represent each of the five short vowel keywords on the Short Vowels page Sounds section) on page 4 of your Student Notebook .


• Let’s say the letter-keywords-sounds for each vowel:•A = apple• E – Ed• I – ink•O = octopus•U = up

7TH TEACH BLENDING

• Phoneme segmentation is the ability to pull apart the sounds of a given word. • It is a critical skill for reading and spelling

success. • You will learn how to blend and segment

three sounds. •When you get that, you will move onto four,

five, and six sounds.

7TH TEACH BLENDING

•Let’s start with familiar words so you can practice “tapping” out phonemes.

• map /m/ã/p/

• vat, con, hex, zip, pet, sag, fib, mop, web, dot, hip, mix,

7TH TEACH BLENDING

• The tactile input (or touch) to the fingertips appears to aid in the blending process. • You can use this method to decode a word that

you have never seen before. • Usually, you will read three-sound words such as

map without a problem, but there are many words that have three sounds that are unfamiliar. • Tapping out unfamiliar words is a trick to help you

read words you don’t recognize.

7TH TEACH BLENDING

•Model how to tap out “vim”. •What does the word “vim” mean? •Energy

7TH TEACH BLENDING

• Tap and clip the following words: • vat, yen, sod, wax, and quit• Remember:

•x says /ks/

•qu says /kw/

7TH TEACH BLENDING

• Practice saying these words and carefully clipping them. • Each student does 8 and counts as 5 participation

points. • Tap fingers together as you say each sound of a letter.

•tex, bup, sep, jum, rop, lat •lep, hux, tep, feg, rab, gom • dop, lob, dax, gup, yim, leb •das, jep, cav, yeb, bap, jum

Education

Just Words unit 1 day 3